Covid changed everything.
People lost years of life as schools closed, families celebrated holidays alone, the dead went unmourned at funerals. We stopped learning and socializing. We are still managing the damage from Covid, particularly for the most vulnerable.
Last week, the editors of the New York Times wrote a searing article about the impact of school shutdowns on children. [Insert bitter comment about how the New York Times took took too long to recognize this fact.]
The school closures that took 50 million children out of classrooms at the start of the pandemic may prove to be the most damaging disruption in the history of American education. It also set student progress in math and reading back by two decades and widened the achievement gap that separates poor and wealthy children.
Schools got BILLIONS to spend on learning loss. We have no idea of where the money went to. Local schools probably used the money to fill holes in the existing budget, like better sports equipment or some new busses for the marching band. Or they spent it on all the wrong stuff.
All the research shows that the only way to bring up test scores and achievement is with additional time in schools working directly with teachers.
“It is magical thinking to expect they will make this happen without a major increase in instructional time,” as the researchers Tom Kane and Sean Reardon recently argued.
More time in school. Yes. That’s what is needed. Meanwhile many districts are actually DECREASING time in school. In poorer and rural areas, they are handling the teaching crisis by moving to a four-day school week. And in fancy towns like mine, they are removing time out of every school day, so the varsity sports kids can get more sleep (yeah, right) and still have time for sports practice.
Some of the money has gone to software programs to deal with learning loss. Many are adopting a program called IXL, which is similar to the Kahn Academy. Students answer reading and math questions. If they get the answer right, then they move up to the next level.
While those programs are fine to supplement existing knowledge, they cannot introduce new topics or fill in gaps in knowledge. Those programs need an actual human in the room to answer questions or to explain complicated topics.
In October, Jill Barshay talked about on-line tutoring. Billions have already been spent on these services. Research shows that on-line tutoring also doesn’t work. “…Students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly.”
It’s totally insane. The one lesson that we learned that from the pandemic is that there is no substitute for a smart teacher, a group of classmates, and four walls. The New York Times has finally recognized that closing schools was a bad idea, even though it took them way, way, way too long.
Over and over again, the research shows that the only solution to Covid learning gap is high-dosage, in-person tutoring.
“There is no substitute for a teacher.” I can’t image a more pro-teacher sentiment than that. I’m not sure why the teachers unions don’t make that their slogan, but they still aren’t calling for more time in schools for students. I would think that teachers would want opportunities to earn extra cash from summer school or after-school tutoring, but the union isn’t excited about those proposals for some reasons.
Parents? Where are parents on all this? You would think that parents could be a major force for bringing about useful changes, but sadly, most don’t care or aren’t informed.
Rich parents have a system that works for them, so they don’t want changes. When their kids struggle academically, they hire $170 per hour tutor and then get dressed up for another party.
Other parents aren’t aware of how their own children are doing in school, as recent survey show. About nine in 10 parents of K-12 students believe their child is at or above grade level in reading (88%) and math (89%). While standardized tests show that in reality only 30-50 percent of students are reading and doing math on grade level.
I call parental ignorance that the Ostrich Effect. If their kids come home with A’s, they assume that their kids know the school material. But with rampant grade inflation, A’s are meaningless. Too many kids get to college without basic skills and fail out in the first semester. Then it’s too late for the parent to care.
So, many parents don’t care and aren’t informed. Money that was supposed to help students never got to them or was spent on the wrong stuff. There are no organized groups pushing for more time in schools, while there are other forces that are actually eliminating vital minutes from the school day.
Until people care about kids, this problem is only going to get worse.
Links
Shockingly stupid: American trans kids rallying for Gaza, where they would be stoned to death. Others are making videos on TikTok about Osama bin Laden.
There’s a growing rift in the autism community. I’ll talk about it at some point.
Debate about the benefits about AP classes. My biggest problem with AP classes is actually the opposite. I don't think high school AP classes are the equivalent of a college class. Others have told me that while AP classes aren't really college classes, they are better than the typical high school class, particularly in low income areas. So, even if students don't get AP credits, they still learn more than they would in a regular high school class.
Great thread about Good Will Hunting.
More from Laura Waters about grade inflation.
Personal: Ian’s animated logo for his video game company and just pictures with friends.
Shopping: I’ll do a Gift Guide newsletter on Friday with Amazon links. Cyber Friday with small kickbacks for moi.
Pictures: Yesterday’s trip to Chelsea.